This case study explores the complexity of leading adaptive change within a large RTLB (Resource Teacher: Learning and Behaviour) cluster in Aotearoa. Centred on the dilemma of how to adapt an internal case management tool (eRTLB) to strengthen best practices, the reflection draws on the principles of adaptive leadership and Robinson's (2022)…

Introduction: As technology progresses, individuals will be increasingly expected to solve digital tasks. At the same time, many worry that a high use of connected devices will reduce young people's ability to perform with accuracy long cognitively challenging tasks online. Methods: We examine whether 15-year-old students' ability to accurately…

This article unpacks the computational thinking for digital technologies (CTDT) technological area of the New Zealand primary curriculum that became mandatory in 2020. It explores computational thinking (CT), its place in the New Zealand primary curriculum, and elements kaiako can utilise to help implement the teaching of CT. The article considers…

This paper provides a review of recent empirical research investigating middle leadership practices in New Zealand secondary schools. Eight academic articles and one report are included to establish an analysis of the recent evidence of practices of curriculum middle leaders. The majority of the research utilises mixed methodology and aligns…

The Survey of Adult Skills is a product of the Programme for the International Assessment of Adult Competencies (PIAAC) led by the Organisation for Economic Cooperation and Development (OECD). The Survey of Adult Skills aims to measure the skills needed by adults to participate in society and for economies to prosper. The 2023 survey assessed…

Everyone, including teachers, is prone to randomness misconceptions. In this article, we investigate the perceptions of randomness held by New Zealand secondary school teachers. The responses to a question asked in an online, anonymous questionnaire sent to New Zealand teachers will be explored. One question asked participants to create a sequence…

Solving complex problems is critical to educational leaders' ability to achieve improvement in schools. Much of this problem-solving is carried out in conversations with staff. This paper draws on theories of collaborative problem-solving and interpersonal effectiveness to examine the behavior of leaders in such conversations -- in Norway and New…

This qualitative study explored children's opportunities to actively solve problems as they talked, wrote and read during their first few months at school. Participants were two teachers from two schools in Tamaki Makaurau, Auckland and eight children, newcomers to their classes. The children's writing records and actions during guided writing…

Knowledge and abilities with social media technologies are perceived as critical premises for human development. Familiarity with different types of social media technologies has become pivotal for collaborative learning and successfully solving problems. This study examined the impact of social media technologies, compartmentalized into social…

A critical part of supporting the development of students' algorithmic thinking is understanding the challenges that emerge when students engage with algorithmatizing tasks--tasks that require the creation of an algorithm. Knowledge of these challenges can serve as a basis upon which educators can build effective strategies for enhancing students'…

When teaching the multiplicative domain in New Zealand primary schools, teachers tend to spend a greater proportion of time on the meaning and processes of multiplication, to the detriment of a specific focus on understanding the concept of division. When division is taught, it tends to be by reversing the context and turning the division…

This paper reports how I addressed the issue of extensive missing values in my PhD study, "Digital Competencies of High School Mathematics Teachers". I collected data using an online survey. Several methods exist to address the issue of missing values. I utilised multiple imputation (MI) as it provides more accurate results. The mean…

A growing emphasis on computational thinking worldwide necessitates student proficiency in creating algorithms. Focusing on the use of counterexamples for developing student-invented algorithms, I reanalyze two pieces of data from previously published research, pertaining to two different cases of students' algorithmatizing activity. In both…

This study explains the impact of a leadership intervention in collaborative problem-solving on the behaviour of eight middle leaders, on the teachers of those leaders, and on the reading achievement of their target students. A theory and practice of collaborative problem-solving, which integrates deliberative problem-solving with interpersonal…

There is a mismatch between established practice in Learning Design and the increasingly complex nature of the challenges the world is facing. This article connects Learning Design to complexity science so learners can be better equipped to create a thriving future. Learning Design methods have traditionally leant heavily upon the reduction of…